How Social Support Impact Teachers’ Mental Health Literacy: A Chain Mediation Model

Li, Sihui; Sheng, Youyu; Jing, Yumei

doi:10.3389/fpsyg.2022.851332

Cited by 11 publications

(7 citation statements)

References 39 publications

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“…We found a positive correlation between mental health literacy and positive coping and a negative correlation between mental health literacy and negative coping. This is similar to the results in a sample of teachers [ 43 ]. A high level of mental health literacy represents more knowledge and beliefs about identifying risk factors, managing pressure, and seeking appropriate help [25].…”

Section: Discussionsupporting

confidence: 91%

Mediating effect of psychological capital on the relationship between mental health literacy and coping styles among newly recruited nurses

Xing,

Lu,

Zhang

et al. 2024

BMC Nurs

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Background Newly recruited nurses face multiple sources of stress and their coping styles need to be focused on to ensure good mental health. This study aimed to examine the relationship among mental health literacy, psychological capital and coping styles in newly recruited nurses. Methods A cross-sectional study was conducted in August and September 2022. A total of 315 newly recruited nurses were recruited in a tertiary hospital in Henan Province, central China, employing the convenience sampling method. The self-reported questionnaires were sent through a QR code, including the Mental Health Literacy Scale for Healthcare Students, Psychological Capital Questionnaire, and Simplified Coping Style Questionnaire. Pearson correlation analysis was used to evaluate the relationships among the variables. Mediation analysis was performed to identify the mediating effect of psychological capital on the relationship between mental health literacy and coping styles. Results Positive coping showed a positive relationship with psychological capital and mental health literacy, while negative coping showed a negative relationship with psychological capital and mental health literacy. For positive coping, psychological capital was a partial mediator with an effect of 0.140, accounting for 62.8%. For negative coping, a full mediating effect was shown by psychological capital between mental health literacy and negative coping, with an indirect effect of -0.048. Conclusion Psychological capital plays a partial and complete mediating role between mental health literacy and different coping styles among newly recruited nurses. Diversified training and personalized guidance in improving mental health literacy and increasing psychological capital simultaneously can be provided to newly recruited nurses continuously to adjust their coping styles.

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Section: Discussionsupporting

confidence: 91%

Mediating effect of psychological capital on the relationship between mental health literacy and coping styles among newly recruited nurses

Xing,

Lu,

Zhang

et al. 2024

BMC Nurs

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show abstract

“…To assess potential multicollinearity among the predictors, the variance inflation factors (VIF) were estimated. Our analysis indicated that the VIF indices for predictors were 1.37 or below, indicating no serious multicollinearity ( Li et al, 2022 ).…”

Section: Methodsmentioning

confidence: 82%

Descriptive peer drinking norms and binge drinking: Enhancement motives as a mediator and alcohol resistance self-efficacy as a moderator

Chen

Li²,

Zhang³

et al. 2022

Front. Psychol.

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The association between descriptive norms regarding peer drinking and college students’ binge drinking has been established; however, the mediating and moderating mechanisms underlying this relationship among first-and second-year college students remain minimally explored. Drawing on social norms theory, motivational model of alcohol use, and the theory of normative social behavior, the current study investigated whether enhancement drinking motives mediated the relationship between descriptive norms regarding peer drinking and college students’ binge drinking, and whether this relationship was moderated by alcohol resistance self-efficacy. Five hundred and nineteen first-and second-year college students (Mage = 19.19 years, SD = 0.98) who were from four universities and had at least one time of heavy episodic drinking during the last year completed self-report questionnaires. After controlling for sex, age, and university variable, stronger descriptive norms regarding peer drinking were positively associated with a greater frequency of binge drinking. Enhancement drinking motives partially mediated the effects of descriptive peer drinking norms on binge drinking. Furthermore, alcohol resistance self-efficacy moderated the direct effects of descriptive peer drinking norms on binge drinking. Compared with college students who reported high alcohol resistance self-efficacy, the direct effects of descriptive peer drinking norms on binge drinking were stronger among students with low alcohol resistance self-efficacy. These findings point to the potential value of alcohol intervention approaches including efforts to help first-and second-year college students change enhancement drinking motives and increase their ability of resisting drinks in the context of pervasive peer drinking.

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“…instructional strategies, classroom management & student engagement). A survey study conducted in China on teachers found that Social Support has a significantly positive relationship with teachers' mental health literacy, coping tendencies, and life satisfaction (Li et al, 2022). Support from social factors increases the self-efficacy of teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Perceived Social Support on Self-Efficacy of Secondary School Teachers

2024

plhr

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The significance of teachers cannot be overstated. The aim of this research was to examine the effect of teachers' perceived social support on their self-efficacy. The pivotal role of teachers in molding students is of utmost importance. They require support and skills to fulfill the demands of schools, students, principals, and the community. A survey study was conducted to find the effect of perceived social support of teachers on their selfefficacy about their teaching abilities. Participants were 475 male and 460 female secondary school teachers of public schools in Punjab, Pakistan. Reliability and validity were ensured through the pilot study and experts' views. Results showed that perceived social support has a positive and significant relationship with teachers' self-efficacy. Social support significantly increased the self-efficacy of teachers. Perceived social support explained 22.8% of teachers' self-efficacy change. Moreover, non-school sources explained 11.3% of the variance in self-efficacy, and school sources explained 8.7% of the variance in self-efficacy. It is recommended that support from family and school may be increased to enhance the teaching abilities of teachers.

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How Social Support Impact Teachers’ Mental Health Literacy: A Chain Mediation Model

Cited by 11 publications

References 39 publications

Mediating effect of psychological capital on the relationship between mental health literacy and coping styles among newly recruited nurses

Mediating effect of psychological capital on the relationship between mental health literacy and coping styles among newly recruited nurses

Descriptive peer drinking norms and binge drinking: Enhancement motives as a mediator and alcohol resistance self-efficacy as a moderator

Effect of Perceived Social Support on Self-Efficacy of Secondary School Teachers

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